LSC Elections 2026

1. Equity - I define equity as making sure every student receives a quality of fairness, opportunities, and support regardless of race, gender, or ethnicity. Diversity, equity, and inclusion of all students is extremely important. 

2. Community Benefit- A focus on equity benefits the entire school community by showing representation. It's an important tool every school should function by because it's an example students see, it's a way to demonstrate giving ALL students a voice. 

3. Community Input- I will prioritize community input by making sure concerns/issues from ALL students and parents’ voices are heard. I will collaborate with all members on the committee to ensure these issues/concerns bring a sense of resolution. 

4. Accessibility Inclusion- I plan to take my accountability in making sure being ar LSC parent I take student/parent issues and concerns serious. I will listen and share feedback. Make sure everyone feels very welcomed at all meetings, do more to reach out to ALL families. Make sure parents are informed about meetings. 

In Conclusion 

Defining equity, community benefit, community input, accessibility, and inclusion all link with one another. To define each is to include each. They correlate! Equity is to provide everyone equitable inclusion, to provide an environment where diversity is fair to ALL, where everyone feels included. It's important ALL students and parents are included in spaces as well as be given fair opportunities. Our community benefits will be based on how we represent and demonstrate these values. How we show up and be present to listen, provide feedback, and work together as a school that cares. We all must take accountability for our involvement as far as listening to others, respect others feedback, and point of views, we must be optimistic in  knowing everything takes time. No matter race or ethnicity, every voice matters as is important. Understand being part of the committee is not just your own child or children, but ALL the students are equally our responsibility at making sure they receive equity, diversity, and inclusion. 

1. Defining Equity

To me, equity means ensuring every child has what they need to succeed — academically, socially, and emotionally. It’s not about treating everyone the same; it’s about recognizing that each child comes with their own story, strengths, language, and experiences and responding with care and intention.

As a first-generation Mexican and Salvadoran American, daughter of immigrant parents, and a CPS alum, I understand what it feels like to need to be seen and heard. Equity means creating a school environment where every child feels that sense of belonging, where no one has to wonder if they matter here. At Peirce, equity means making sure all students have real access to the tools, resources, and support they need to thrive.

2. Community Benefit

When we center equity, our whole comunidad grows stronger. When families feel welcomed and respected, regardless of language, background, or immigration story — trust grows. And when trust grows, families engage more, students feel more confident, and our school becomes stronger. Equity is not something that benefits just one group. When one child feels supported, when one family feels included, we all benefit.

3. Community Input

Listening doesn’t only happen in meetings, it happens in everyday spaces. I believe in meeting families where they already are. That can mean conversations at drop-off or pick-up, talking with parents at the playground while our kids play, or attending parent group meetings to learn from families who have been part of Peirce longer and may have deeper knowledge on certain topics. I also believe in reaching out one-on-one when possible. Sometimes families feel more comfortable sharing in a personal conversation than in a large meeting. Serving as BAC President, PSO VP, and on CMPC has taught me that strong decisions come from both data and lived experience. I will continue building puentes — bridges — so families feel heard in ways that feel natural and accessible to them.

4. Accessibility & Inclusion

Inclusion must be intentional. If families cannot fully understand information, access is not equal. As an LSC member, I would advocate for stronger multilingual communication, including exploring virtual interpretation during meetings and translating school-wide information and event flyers into the common languages spoken at Peirce, beyond English and Spanish when possible.

I’ve heard from parents who try to stay informed virtually but struggle because of language barriers. If we know those barriers exist, we should work thoughtfully to reduce them so all families can participate meaningfully. Equity means identifying barriers and taking practical steps to remove them.

I am here con orgullo y mucho cariño, committed to strengthening our community and ensuring every child feels they belong.

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Spanish Version

1. Definiendo la equidad

Para mí, la equidad significa asegurar que cada estudiante tenga lo que necesita para tener éxito — académica, social y emocionalmente. No se trata de tratar a todos por igual; se trata de reconocer que cada niño y niña llega con su propia historia, fortalezas, idioma y experiencias, y responder con intención y cuidado. Como hija de padres inmigrantes, primera generación mexicana y salvadoreña, y exalumna de CPS, entiendo lo que significa necesitar ser vista y escuchada. La equidad es crear un ambiente escolar donde cada estudiante sienta que pertenece — donde nadie tenga que preguntarse si realmente importa aquí. En Peirce, la equidad significa asegurar que todos los estudiantes tengan acceso real a las herramientas, recursos y apoyos que necesitan para prosperar.

2. Beneficio para la comunidad

Cuando centramos la equidad, toda nuestra comunidad se fortalece. Cuando las familias se sienten bienvenidas y respetadas — sin importar su idioma, origen o historia migratoria — crece la confianza. Y cuando hay confianza, las familias participan más, los estudiantes se sienten más seguros, y nuestra escuela se fortalece. La equidad no beneficia solo a un grupo. Cuando un niño se siente apoyado y una familia se siente incluida, todos nos beneficiamos.

3. Participación de la comunidad

Escuchar no solo ocurre en reuniones, ocurre en los espacios cotidianos. Creo en encontrar a las familias donde ya están. Eso puede significar conversaciones breves durante la entrada o salida, hablar en el parque mientras nuestros hijos juegan, o asistir a reuniones de grupos de padres para aprender de familias que han sido parte de Peirce por más tiempo y tienen experiencias valiosas que compartir. También creo en acercamientos uno a uno cuando sea posible. A veces las familias se sienten más cómodas compartiendo en conversaciones personales que en reuniones grandes. Mi experiencia como presidenta del BAC, vicepresidenta del PSO y miembro de CMPC me ha enseñado que las mejores decisiones se toman escuchando tanto los datos como las experiencias vividas. Seguiré construyendo puentes para que las familias se sientan escuchadas de manera accesible y auténtica.

4. Accesibilidad e inclusión

La inclusión debe ser intencional. Si las familias no pueden entender completamente la información, entonces el acceso no es igual. Como miembro del LSC, abogaría por fortalecer la comunicación multilingüe, incluyendo explorar opciones de interpretación virtual durante las reuniones y traducir la información y los volantes escolares a los idiomas más comunes que se hablan en Peirce, más allá del inglés y el español cuando sea posible.

He escuchado de padres que intentan mantenerse informados virtualmente pero enfrentan barreras de idioma. Si sabemos que esas barreras existen, debemos trabajar con intención para reducirlas y permitir que todas las familias participen plenamente. La equidad significa identificar obstáculos y tomar pasos prácticos para eliminarlos.

Estoy aquí con orgullo y mucho cariño, comprometida a fortalecer nuestra comunidad y asegurar que cada estudiante sienta que pertenece.

1. Equity

Equity means striving to be as fair as possible. In education, it means recognizing that not every child starts from the same circumstances. For example, a child who may not have access to a balanced meal after school or regular family time may require additional support compared to other students. Equity asks us to consider these realities and provide what each child needs to succeed.

2. Community Benefit

Think of equity as a household. A wise head of a family understands the strengths and vulnerabilities of each member. Those who are more vulnerable may need extra support, motivation, or resources. True and sustainable progress happens when everyone is supported and able to move forward together. When equity is applied, the entire community flourishes.

3. Community Input

The most important way I would apply this principle is by listening. Reaching out to and listening to our community will lead us to the best solutions. Families know their needs and understand what is best for their children. Our responsibility is to find them, listen carefully, and include them in decision-making. Community involvement must play a central role.

4. Accessibility and Inclusion

I deeply believe that every child regardless of their circumstances deserves care, support, and opportunity. Education is non-negotiable. As parents and as leaders, we must advocate for resources that ensure the most vulnerable children receive the support they need.

“I deeply believe in educating our young generation the right way. Honest and collective conversations are where meaningful solutions begin”. 

 1. Defining Equity: How do you define equity?

I believe equity is more than just a word, it is a practice. So, that makes it a little hard to define in a few words. Equity is a practice that embodies principles like justice, fairness, and inclusivity, but also includes an ever-evolving, active work that feeds itself and grows stronger. Equity means more than just providing “equal access” or treating everyone the same. Practicing equity means proactively considering the inequities, barriers, and systemic biases that exist, both past and present, both personal and organizational. But equity is not just about a deficit mindset. True Equity seeks out, raises up, and uses the strengths, knowledge, and joy of people and communities that are often minimized or ignored. And the real work of equity doesn’t stop with acknowledging inequities or recognizing strengths-equity it is in the doing- in ongoing efforts to change beliefs, behaviors, narratives, and policy  so that every member of a community is given the safety, respect, resources, and opportunities they need to reach their full potential.

 2. Community Benefit: How does a focus on equity benefit the entire school community?

A focus on equity benefits the entire school community because it allows and encourages every member of that community to share their wisdom, experience, and talents. The practice of equity taps into a wealth of perspectives and resources that might otherwise be left out. If you’ve ever attended a school function like International Night, Children’s Day, or Art Night, you will have seen the color and joy that diversity brings. When we practice equity, we – and most importantly our children- experience new things. And they share a part of themselves for others to learn from.  Equity work helps all kids learn, and grow, and shine. It also helps all kids feel safer, and more welcome. When kids see equity in action it instructs, inspires, and empowers each and every one. The same is true for teachers and other staff. When people feel safe and included, they are free to give their best selves to our community, and that benefits all of us.

3. Community Input: How will you prioritize community input in your decision-making process?

The first step to prioritizing community input is to just show up. There are many opportunities to meet with and speak to groups and individuals at Peirce. Parent organizations such as the Bilingual Advisory Council, Friends of Peirce, Peirce Service Organization, Peirce Pride Caregivers, and Racial Equity Parenting have regular meetings. I have attended and/or participated in meetings for many of these groups and commit to making regular appearances at all. I love to chat with people at pick up and drop off, and as a level one volunteer, I’ve had many wonderful opportunities to meet and speak with teachers, kids, and other parents. As a member of the REP Sterring Committee I have been a part of ongoing efforts to actively solicit input from the community. Additionally, as a member of REP and other working groups, I’ve had several chances to meet with members of the administration, including Principal Avila, and would continue to push for consistent and open communication between parents and admin. I’d also like to create new avenues for community input and involvement, both in person and in other ways. I would like to make onramps for teachers, other staff, and students to share their thoughts and ideas, and I plan to identify and use a variety of techniques and channels so that people can use the tools that work best for them.

4. Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role?

To be honest, I don’t actually know how accessible, or not, the LSC and its meetings are to people. So, my first task would be to find out how different members of the community feel about access to the LSC. I would start by speaking to people I know in minoritized communities, and by asking for help in reaching people and communities I am not now familiar with. I know from personal experience that getting to meetings in person or on-line can be challenging, and that time, transportation, and technology can all create barriers to access. But I would want to hear from all sectors of the community what barriers exist, what resources could help, and what ways communication could be made easier as ongoing as improvement efforts are made. I would include my fellow LSC members in my efforts to solicit input from families and staff, and in implementing proposed solutions. 

To my mind, there can be no equity without inclusion, and no inclusion without equity. The job of an LSC member is to help the administration at Peirce make strategic and financial decisions and policies that create the best possible environment for our kids. To me, that means an environment that nurtures, supports, and educates staff and students alike. I truly believe that none of us can grow to be our best selves without the conscious practice of equity and inclusion. Peirce can only be the best possible school if the LSC 

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1. Definiendo la Equidad: ¿Cómo define usted la equidad?

Creo que la equidad es más que una simple palabra, es una práctica. Eso hace que sea un poco difícil definirla en pocas palabras. La equidad es una práctica que encarna principios como la justicia, la imparcialidad y la inclusión, pero también incluye un trabajo activo y en constante evolución que se alimenta a sí mismo y se fortalece. Equidad significa más que simplemente proporcionar “igualdad de acceso” o tratar a todos de la misma manera. Practicar la equidad significa considerar de manera proactiva las desigualdades, barreras y sesgos sistémicos que existen, tanto pasados como presentes, tanto personales como organizacionales. Pero la equidad no se trata solo de una mentalidad de déficit. La verdadera Equidad busca, eleva y utiliza las fortalezas, el conocimiento y la alegría de personas y comunidades que a menudo son minimizadas o ignoradas. Y el verdadero trabajo de la equidad no se detiene con reconocer las desigualdades o identificar las fortalezas—la equidad está en la acción—en los esfuerzos continuos por cambiar creencias, comportamientos, narrativas y políticas para que cada miembro de una comunidad reciba la seguridad, el respeto, los recursos y las oportunidades que necesita para alcanzar su máximo potencial.

2. Beneficio Comunitario: ¿Cómo beneficia a toda la comunidad escolar un enfoque en la equidad?

Un enfoque en la equidad beneficia a toda la comunidad escolar porque permite y anima a cada miembro de esa comunidad a compartir su sabiduría, experiencia y talentos. La práctica de la equidad aprovecha una riqueza de perspectivas y recursos que de otro modo podrían quedar excluidos. Si alguna vez ha asistido a un evento escolar como la Noche Internacional, el Día del Niño o la Noche de Arte, habrá visto el color y la alegría que aporta la diversidad. Cuando practicamos la equidad, nosotros—y lo más importante, nuestros niños—experimentamos cosas nuevas. Y comparten una parte de sí mismos para que otros aprendan. El trabajo de equidad ayuda a todos los niños a aprender, crecer y brillar. También ayuda a todos los niños a sentirse más seguros y más bienvenidos. Cuando los niños ven la equidad en acción, esto instruye, inspira y empodera a cada uno de ellos. Lo mismo ocurre con los maestros y demás personal. Cuando las personas se sienten seguras e incluidas, tienen la libertad de dar lo mejor de sí mismas a nuestra comunidad, y eso nos beneficia a todos.

3. Aportes de la Comunidad: ¿Cómo priorizará los aportes de la comunidad en su proceso de toma de decisiones?

El primer paso para priorizar los aportes de la comunidad es simplemente presentarse. Hay muchas oportunidades para reunirse y hablar con grupos e individuos en Peirce. Las organizaciones de padres como el Consejo Asesor Bilingüe, Amigos de Peirce, la Organización de Servicios de Peirce, Peirce Pride Caregivers y Crianza con Equidad Racial tienen reuniones regulares. He asistido y/o participado en reuniones de muchos de estos grupos y me comprometo a hacer apariciones regulares en todos ellos. Me encanta conversar con la gente durante la llegada y la salida, y como voluntaria de nivel uno, he tenido muchas oportunidades maravillosas de conocer y hablar con maestros, niños y otros padres. Como miembro del Comité Directivo de REP, he sido parte de esfuerzos continuos para solicitar activamente aportes de la comunidad. Además, como miembro de REP y otros grupos de trabajo, he tenido varias oportunidades de reunirme con miembros de la administración, incluyendo a la Directora Avila, y continuaría presionando por una comunicación constante y abierta entre los padres y la administración. También me gustaría crear nuevas vías para los aportes y la participación de la comunidad, tanto en persona como de otras maneras. Me gustaría crear puntos de entrada para que los maestros, el resto del personal y los estudiantes compartan sus pensamientos e ideas, y planeo identificar y utilizar una variedad de técnicas y canales para que las personas puedan usar las herramientas que mejor les funcionen.

4. Accesibilidad e Inclusión: ¿Cómo planea hacer que el LSC sea accesible para todos los miembros de la comunidad, con especial atención a las comunidades minoritarias (por ejemplo, comunidades de Color, nuevos estadounidenses/inmigrantes, familias de ESL)? ¿Cómo enfatizaría la equidad y la inclusión en este papel?

Para ser honesta, en realidad no sé qué tan accesible, o no, es el LSC y sus reuniones para las personas. Entonces, mi primera tarea sería averiguar cómo se sienten los diferentes miembros de la comunidad sobre el acceso al LSC. Comenzaría hablando con personas que conozco en comunidades minoritarias y pidiendo ayuda para llegar a personas y comunidades con las que no estoy familiarizada actualmente. Sé por experiencia personal que llegar a las reuniones en persona o en línea puede ser un desafío, y que el tiempo, el transporte y la tecnología pueden crear barreras de acceso. Pero me gustaría escuchar de todos los sectores de la comunidad qué barreras existen, qué recursos podrían ayudar y de qué maneras se podría facilitar la comunicación a medida que se realizan esfuerzos de mejora continuos. Incluiría a mis compañeros miembros del LSC en mis esfuerzos por solicitar aportes de las familias y el personal, y en la implementación de las soluciones propuestas.

En mi opinión, no puede haber equidad sin inclusión, ni inclusión sin equidad. El trabajo de un miembro del LSC es ayudar a la administración de Peirce a tomar decisiones y políticas estratégicas y financieras que creen el mejor entorno posible para nuestros niños. Para mí, eso significa un entorno que nutre, apoya y educa tanto al personal como a los estudiantes. Verdaderamente creo que ninguno de nosotros puede crecer para ser lo mejor de sí mismo sin la práctica consciente de la equidad y la inclusión. Peirce solo puede ser la mejor escuela posible si el LSC

1. Defining Equity: How do you define equity? I think the Finnish education system provides the best model, all students get equal opportunity and access to all school resources.  Everyone gets to play soccer, everyone gets to go on the field trip, everyone gets an iPad.  I Finnland, they don't start a new school program until they can offer it to everyone.

2. Community Benefit: How does a focus on equity benefit the entire school community?   Education is a reflection of social values; a school that welcomes everyone is a community that welcomes everyone.  When we divide our children into economic classes by selective and private enrollment it divides our community.

3.   Community Input: How will you prioritize community input in your decision-making process? Last year's Principal selection was the perfect example.  I'm not confident in my ability to select a Principal, nor do I think a small group should do this behind closed doors.  We invited many people and sought many perspectives before making a selection.  In other words, I know I don't have all the answers but I know to seek people who can help find a solution.

4.  Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role? Inclusion is a practice of equity.  In a previous life I helped CPS provide accessible facilities in dozens of schools, and for today's Career Day I've invited a diverse group of coworkers to speak from perspectives I don't have to students with backgrounds different than my own.

1. Defining Equity: How do you define equity?

EN: For me, equity is like gardening. All plants need earth, water, and sun to survive, but they each have different needs to truly thrive (different soil, different amounts of light, different nutrients). In a school community, it starts with a practical question: who isn't getting what they need, and what's standing in the way? I think of it as paying attention to those gaps and working to close them, the way you tend a garden, consistently and with care.

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ES: Para mí, la equidad es como la jardinería. Todas las plantas necesitan tierra, agua y sol para sobrevivir, pero cada una tiene necesidades distintas para verdaderamente florecer ( diferente tipo de tierra, distintas cantidades de luz, diferentes nutrientes). En una comunidad escolar, podría empezar con la pregunta práctica: ¿quién no está recibiendo lo que necesita, y qué lo impide? Lo veo como prestar atención a esas brechas y trabajar para cerrarlas, de la misma manera en que se cuida un jardín: con constancia y dedicación.

2. Community Benefit: How does a focus on equity benefit the entire school community?

EN: Continuing with the garden: when every plant gets what it needs, the whole garden flourishes. We will have a beautiful garden green and lush that endure the seasons and the environment conditions.

Being more concrete for the school:  Elevated academic performance, stronger critical thinking and leadership skills for students.  A stronger school, family and neighborhood partnerships that enables long term community growth and trust. Achieving equity improves well-being for all. 

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ES: Continuando con el jardín: cuando cada planta recibe lo que necesita, todo el jardín florece. Tendremos un jardín hermoso, verde y exuberante que resiste las estaciones y las condiciones del entorno. Para ser más concreta en el contexto escolar: mejor desempeño académico, pensamiento crítico más sólido y mayores habilidades de liderazgo en los estudiantes. Alianzas más fuertes entre la escuela, las familias y el vecindario que permiten el crecimiento comunitario y la confianza a largo plazo. Lograr equidad mejora el bienestar de todos.

3. Community Input: How will you prioritize community input in your decision-making process?

EN: Showing up consistently and listening to students, parents, teacher/staff and others partners and neighborhood allies. Attending meetings and events and talking to our community. I'd want to meet families where they already are and engage them early, before decisions are made rather than after.

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ES: Estar presente de manera constante y escuchar a los estudiantes, padres, maestros, personal y otros socios y aliados del vecindario. Asistir a reuniones y eventos y hablar con nuestra comunidad. Me gustaría llegar a las familias donde ya están e involucrarlas desde el principio, antes de que se tomen las decisiones y no después.

4. Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role?

EN: My professional work is directly relevant here. I help organizations understand why certain people aren't engaging with a process, and then figure out what to change. A lot of that comes down to bringing clarity: Do people know this exists? Do they know how to participate? Do they feel like it's meant for them? Does it actually help them? I'd bring those same questions to the LSC. Two things already on my mind: making it easier for families to participate in practical terms, and working closely with the parent group leaders who already have the trust of minority communities, because that trust takes time to build and shouldn't be bypassed.

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ES: Mi trabajo profesional es directamente relevante aquí. Ayudo a las organizaciones a entender por qué ciertas personas no están participando en un proceso, y luego determino qué hay que cambiar. Gran parte de eso se reduce a generar claridad: ¿Sabe la gente que esto existe? ¿Saben cómo participar? ¿Sienten que está pensado para ellos? ¿Les ayuda realmente? Llevaría esas mismas preguntas al Consejo Escolar Local. Dos cosas que ya tengo en mente: hacer que sea más sencillo para las familias participar en términos prácticos, y trabajar estrechamente con los líderes de los grupos de padres que ya tienen la confianza de las comunidades minoritarias, porque esa confianza toma tiempo construirla y no debería pasarse por alto.

Find me here: https://kerpalomec.github.io/krlsc/

1. Defining Equity: How do you define equity? - - - Students come to school with different experiences, challenges, and strengths, and may need different kinds or levels of support.  An equitable school community recognizes those differences and responds with the support, access, and opportunities each student needs by listening to families and staff, identifying barriers, and ensuring our school decisions support all students.

2. Community Benefit: How does a focus on equity benefit the entire school community? - - - - When our school ensures that each student has the support they need to succeed, the overall learning environment improves.  Students feel more included and supported, families feel heard, and the entire school community becomes stronger.  When families see that the school is committed to supporting all students, it builds a stronger partnership between parents, staff, and leadership.

3. Community Input: How will you prioritize community input in your decision-making process? - - - - Actively listen to families, staff, and students to identify trends in their feedback, and balance that information with our school data and student needs.  Decisions should be transparent.

 4. Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role? - - - - By intentionally creating opportunities for students and families to be heard by offering multiple ways for them to provide perspectives so that participation isn’t limited to only those who already feel comfortable speaking up.  Create ways to listen to all voices, not just the loudest ones.

1. Defining Equity: How do you define equity?

In the role of an LSC parent rep, I think it's important to champion the CPS Equity Framework. It was co-developed with community members, including families and students, and it provides strong, valuable framing and resources (including the CPS Equity Analysis Framework) that should guide our work.

Equity is defined by CPS as championing the individual cultures, identities, talents, abilities, languages, and interests of each student by ensuring they receive the necessary opportunities and resources to meet their unique needs and aspirations.

This should absolutely be a priority of our school community, and thus a priority of the LSC.

2. Community Benefit: How does a focus on equity benefit the entire school community?

A school is at its best when every student has what they need to be present, engage, learn, and grow. Prioritizing equitable learning environments creates the strongest, most positive environment for all students, families, and teachers to engage.

The Targeted Universalism (TU) approach (included within the CPS Equity Framework) helps organize our efforts around a shared, universal goal - and helps us "better understand what students need... to create the practices that will best support all students in reaching the universal goal." It roots us in an approach with high expectations, and high support--focused on what different students need to reach that universal goal. I would love for LSC business and CIWP work to utilize this more. 

3. Community Input: How will you prioritize community input in your decision-making process?

I think the LSC can improve proactive communication and engagement with the parent community, sharing recaps of recent work and previews of what's ahead -- and regularly asking what is most important to the parent community. Not all parent priorities are ones that align with the role of LSC governance, but it is our collaborative responsibility to hear from the community about their priorities, celebrations, questions, and concerns, and consider how we can honor and address those in our governance role. 

4. Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role?

I think it's important for reps to go to folks, rather than expect folks to come to them. I already attend meetings and connect with families across our community, including through the LSC Equity Committee, as a Room Rep, at BAC, with REP, and volunteering with PSO events. I think it's important for LSC reps to consider how we are collectively present, visible, and available to families, especially those who experience challenges or feel a lower sense of belonging. I would welcome the opportunity to connect with parents and families to understand needs and goals for connecting and collaborating with the LSC.  

Español:

1. Como representante de padres del LSC, creo que es importante apreciar y utilizar el Marco de Equidad de CPS. Este marco fue desarrollado en conjunto con miembros de la comunidad, incluyendo familias y estudiantes, y proporciona un marco sólido y valioso, así como recursos (incluido el Marco de Análisis de Equidad de CPS) que deberían guiar nuestro trabajo.

CPS define la equidad como la defensa de las culturas, identidades, talentos, habilidades, idiomas e intereses individuales de cada estudiante, garantizando que reciban las oportunidades y los recursos necesarios para satisfacer sus necesidades y aspiraciones únicas.

Esto debería ser sin duda una prioridad para nuestra comunidad escolar y, por lo tanto, una prioridad para el LSC.

2. Una escuela alcanza su máximo potencial cuando cada estudiante tiene lo necesario para estar presente, participar, aprender y crecer. Priorizar entornos de aprendizaje equitativos crea el entorno más sólido y positivo para la participación de todos los estudiantes, familias y docentes.

El enfoque de Universalismo Focalizado (TU) (incluido en el Marco de Equidad de CPS) ayuda a organizar nuestros esfuerzos en torno a un objetivo universal compartido y nos ayuda a comprender mejor las necesidades de los estudiantes para crear las prácticas que mejor los apoyarán a todos para alcanzar dicho objetivo. Nos basa en un enfoque con altas expectativas y un gran apoyo, centrado en las necesidades de cada estudiante para alcanzar dicho objetivo. Me encantaría que las áreas de negocios de LSC y el trabajo de CIWP lo utilizaran más.

3. Creo que el LSC puede mejorar la comunicación y la interacción proactivas con la comunidad de padres, compartiendo resúmenes del trabajo reciente y avances de lo que está por venir, y preguntando regularmente qué es lo más importante para la comunidad. No todas las prioridades de los padres se alinean con el rol de la gobernanza del LSC, pero es nuestra responsabilidad colaborativa escuchar a la comunidad sobre sus prioridades, celebraciones, preguntas e inquietudes, y considerar cómo podemos honrar y atender a quienes desempeñan nuestro rol de gobernanza.

4. Creo que es importante que los representantes visiten a las personas, no que esperen que las personas vayan a ellos. Ya asisto a reuniones y conecto con familias de toda nuestra comunidad, incluyendo con el Comité de Equidad del LSC, como Representante de Sala, en BAC, con el REP y como voluntaria en eventos de PSO. Creo que es importante que los representantes del LSC consideren cómo estamos colectivamente presentes, visibles y disponibles para las familias, especialmente para aquellas que enfrentan dificultades o tienen un menor sentido de pertenencia. Agradecería la oportunidad de conectar con padres y familias para comprender las necesidades y los objetivos de conectar y colaborar con el LSC.

As both a parent and a childcare provider in this community, I spend a lot of time with families and young children. Because of that, equity to me means making sure every child and every family at Peirce feels welcomed, respected, and supported.

Our school community is diverse, and that should always be seen as a strength. Every child deserves the opportunity to learn in an environment where they feel safe, valued, and proud of who they are.

I believe strong schools are built when families feel comfortable speaking up, being heard, and working together with the school to support our kids.

Quote:
“When families are supported, children thrive and communities grow stronger.”

Defining Equity: How do you define equity?

To me, equity means ensuring every student has what they need to succeed, even when those needs are different. Students and families do not all experience school systems in the same way, so equity requires examining whether our policies, resources, and practices are producing fair outcomes across the full diversity of our community.

Equity is not about lowering expectations or treating everyone identically. It’s about paying attention to patterns and asking whether opportunity, support, and belonging are distributed evenly. That means looking at things like access to enrichment, discipline patterns, attendance, and how connected students feel to their school.

Ultimately, equity is about designing systems that work well for all students, not just the ones those systems were originally built around.

2. Community Benefit: How does a focus on equity benefit the entire school community?

A focus on equity strengthens the entire school community.

When schools intentionally support students who face the greatest barriers, the systems that result tend to benefit everyone. Clearer communication helps multilingual families but also improves transparency for all parents. Restorative approaches to discipline create healthier school climates for the entire student body. Thoughtful access to programs ensures more students are able to participate and succeed.

Equity also builds trust. When families see that the school is paying attention to fairness, representation, and belonging, it strengthens confidence in school leadership and governance.

Ultimately, schools function best when every family feels that their child is valued and supported.

3. Community Input: How will you prioritize community input in your decision-making process?

Prioritizing community input means recognizing that the families who attend meetings are only part of the story.

As an LSC member, I believe it’s important to intentionally seek feedback from families who may not feel comfortable speaking in formal settings or who have historically been underrepresented in school decision-making. That includes engaging with parent groups, talking with families outside of meetings, and ensuring feedback opportunities are visible and accessible.

Listening is only part of the process. Transparency matters as well. Families should be able to see how community input informs decisions, even when the final outcome requires balancing multiple priorities.

Strong school governance depends on ongoing, two-way communication with the broader community.

4. Accessibility & Inclusion: How do you plan to make the LSC accessible to all members of the community, with particular attention to minoritized communities (e.g., communities of Color, new Americans/immigrants, ESL families)? How would you emphasize equity and inclusion in this role?

Making the LSC accessible requires both structural and cultural attention.

Structurally, meetings and communications should be accessible to multilingual families and working families. That includes translation and interpretation where possible, clear communication about meetings and agendas, and helping families understand how the LSC works and how they can participate.

Culturally, inclusion means creating an environment where families feel that their perspectives are genuinely welcomed. It also means paying attention to representation and noticing whose voices may be missing from conversations.

Data is also an important tool. Looking at attendance, discipline, enrichment access, and student belonging across demographic groups helps the LSC identify where systems may be working unevenly and where improvement is needed.

The goal is a school where every family feels respected and able to engage in shaping the community.